the radical rational…

in search of innovative ideas with a well-balanced approach for the math classroom

Rethinking Assessments

After my first assessment, I cut and pasted 8 problems that were missed most or even left blank and copied.  The following day, students worked in groups to complete those problems.

The conversations were great.  I attempted to ask questions of each group member to ensure they understood their peers thinking. 

As a whole class, we discussed why several had left certain problems blank. No attempt. At.All. 
It looked hard.
Too many words.
I was confused.
It didn’t make sense.

But after working on them in small groups, several shared how most were really very doable.  or at least the way ____ explained their thinking, ot made sense.  And how likely they will be to at least give effort on those “hard” problems next to me.

My issue was, when I asked them to complete a wrong answer analysis, only about half put effort into it. Some turned in nearly blank pages. Some turned in nothing at all.  An opportunity to learn/redo and nothing.  Yet when progress reports came out, they were upset to see they had only mastered 20% of the concepts.

They were upset that I wouldn’t give them points for just redoing and I was unfair because I didn’t let the entire class redo during class time.  They wanted me to assess their work (again) they had not even practiced/studied.

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My next attempt, was a group quiz – sort of modified from convo with @druinok and a post from @fnoschese and this article.   A couple of days prior to unit assessment, I gave them an overview of problems from the learni ng targets for the unit, it was an opportunity to discuss, look in their INBs, even asked questions of me.  It was quick to grade using this method Agree / disagree post-its

Somewhat better results.  But still, pushback on the redo’s.  A student was mad and asked how I expected them to remember what they had done /didn’t do on a test from the previous week.  Yes, given on a Wednesday, absent make-ups the following day, an assembly, the weekend and I passed them back on Monday. 

Round 3: Given on Friday. Stayed after school and marked each one.  Compiling My Favorite No on 4 Qs for whole – class discussion.  A mix of Qs missed most often for a quick group quiz, using the agree/disagree post-its again.  This will address majority of analysis I need from most of them, then assign remainder as HW. Final version of unit assessment following day.

I am interested to see what happens.

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More Efficient Packaging

So, we ended class with a dilemma the other day.  You know the one…Dan Meyer’s 3 ACT Popcorn Picker.

A great way to review some MS concepts.  And a little popcorn treat to boot.

This week, they’ll be assigned to redesign a container…

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…to a more efficient container.  Same volume, smaller surface area…

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…and defend their new container…

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…and write a letter (for our writing program review) to the VP of Packaging explaining how their new design can benefit the company.

Yes, it’s been around for years.  But again, a nice little review of things from a couple of years ago.

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And a few Dandy Candies Gift Wrapping to see their thinking in class.

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Reality Sometimes Bites

A needed vent of sorts…

I want to believe my classroom experiences have prepared me for many, varied experiences.  The truth is, each year is different, each class is different,  and sometimes I don’t have all the answers.

I so appreciate this post from @thatmathlady.  We have in mind what we want to see, hear and do in our classrooms, but inevitably, it comes down to the students who walk through the door.  Reading her post encouraged me.  Successful strategies from the past may not be right for the particular kiddos before us.  We must pause. Breathe.  Adjust.

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For several weeks, I’ve been struggling with a particular class.  Usually when things don’t go smoothly, I turn to my PLN or colleagues down the hall, adjust and hit the next day with a new strategy.  I can’t quite put my finger on it, but I have hit a wall with this class.  Nothing I’ve tried seems to make progress.  And I am frustrated.  You would expect a veteran teacher to know what to do.  We are nearly half way through the semester and I feel like I have failed.

Yes, there are some who are struggling, thus their outbursts of verbal frustrations.  Yet, I see no effort at all on their part to improve.  I fear by the time I begin to make some turnaround with them, the semester will be over. And it will be too late.

I suppose I place too much of my own worth/value in their progress.  I need to step back. Breathe.  Remind myself there is only so much I can do.  At some point, it’s got to be their choice to want to improve.  I have not been able to convince them I am here as their support.  They don’t trust me.  When they are ready to begin moving forward, I can provide help and direction.  Until then, I will continue to invest in all learners to the best of my ability.

I will not, however, waste valuable class time arguing over their lack of effort and desire to learn.  I have lost control because I allowed them to set the tone of the classroom.  Its disrespectful of their classmates and myself.  Its unprofessional on my part that I’ve allowed it. It’s unacceptable.

If they choose not to participate, they will not interupt myself or others of our desire to move forward.

Usually, there is 1 or 2 students who buck my classroom system, but I eventually am able to coax them from the dark side.  But this class, I have experienced disrespect from at least 7 students.  Nearly 1/3 of the class. 

I have attempted win-win conversations, how can our attitudes and actions change to make this better and work?  Even asking what I could do.  No improvements.

Sadly, the learning environment in my classroom breaks my heart.    I shouldn’t have, but I told them in 20 years, I have not experienced a more disrespectful class.  This is sad because it’s not the majority of the students.

The last day in class I was in survival mode.  I was thankful for Homecoming Picnic the following day so I didn’t have to see them.  I needed a timeout. 

This week is fall break.  A much needed break.  I have read, perused blogs, looking for an up-do.  I want to return Monday with a new attitude, new energy.  I want to believe I can still make a difference. 

The reality is, I was shaken.  It’s hard when something you adore doing turns around and bites you.  It’s difficult to face that challenge.  But I remind myself, not to give up.  It’s hard. I’m human. 

So once, again, I pull out the star fish story as a reminder…

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Department Reflection

Last year I wanted to do a task with my department, but I was afraid of what they would think, so I didn’t do it.     I kept running across a screenshot from @tjterryjo’s example. 

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I finally decided, it’s worthwhile, a good brainstorming task and would lend to a part of our teacher planning day before fall break.

It began with teachers brainstorming what they envisioned as the Dream Math Student on sticky notes.

We carouseled around the room to read others’ thoughts.  Some were quite different, but several similar.

I recorded what they shared on chart paper in green.  One idea not shared but I saw it on a sticky was enjoy mathematics. 

We then brainstormed again, what are the actions we can take as teachers to encourage these traits?  What opportunities can we provide?

Again, we carouseled to observe others, then shared and recorded on the chart.

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This snapshot will be emailed to each person.  A colleague is printing color copies for everyone to keep in their room as a reminder.

At our next PLC, we will revisit our chart and dotify with stickers the traits we are seeing in our classrooms and the actions we are taking as teachers.

As a department, we decided to pick a couple of actions we agreed everyone could focus on.  In efforts to help students not to fear failure, we will try specific feedback, purposeful praise.  Acknowledge student process and effort, steps they take in solving problems, rather than the end result, right/wrong answers.

As an attempt to motivate and build confidence, we want to help students set attainable goals.  We use interim benchmarks throughout our courses.  We have recently completed the first one.  It was suggested we prepare graphical reports for ea ch student, share them, explain the end goal, but then allow students to set their own goal for our 2nd round at the end of the semester.  We will meet with each student, helping them decide if their goal is attainable, yet provides a challenge to work for as well.

There will be a shout-out board in our hallway to acknowledge students who 1) reach their goal 2) are progressing toward their goal. 

I have extremely talented colleagues who work hard and want their student’s to experience success.  Yet it can be frustrating when we don’t see progress we would like.  I think this conversation began a cycle of reflection where can can begin trying different strategies and adjust in some of our approaches than may provide better learning experiences for our students, helping them move forward.

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Fall Break Begins with Pumpkin Pancakes

I love fall. 
Cool mornings and mild afternoons are my favorite. 
I was in the mood for pancakes this morning. Since my 10 year old has talked about her Pumpkin Roll Marathon at Gramma’s last weekend (my mom makes enough in one day for all fall family holiday dinners, then freezes them), well… I was in the mood for pumpkin, too.

I gave it a try.

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Pumpkin Pancakes
1 cup buttermilk*
1 – 1 1/4 cup self rising flour
1/4 cup pumpkin
1 TBSP honey
1 tsp vanilla
Stir until well blended. Cook in sprayed/buttered hot skillet.
Makes 6-8 6″ pancakes.

Sweet Cream Cheese Butter
2 oz. cream cheese, room temp
1 oz. Butter, room temp
2 TBsp. Confectioner’s sugar
Blend well. Dollop onto hot pancake.

Fast Salted Caramel Sauce
In sauce pan, heat 2 oz butter with 1/4 cup brown sugar and 2 TBsp milk or cream until melted and smooth.  Add sea salt to taste. Drizzle over pancakes. 

Optional: sprinkle with toasted pecans or walnuts.

*add 1 TBSP white vinegar to 1 cup milk, let it sit a few minutes to ‘sour’ milk

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Because I Used to Think…

One of days…when I need a reminder…

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Student: Why do you do it (teach)?

I paused… because at some point, I used to think I could make a difference.

Student: For some of us, you still are.

This coming from a student who is making tiny steps progress.  Still not where we want to be, but progress.

This, coming from a student I was ready to give up on.  Each day, I returned to class, some days out of energy and patience, but to see them moving forward this week…it’s why I keep coming back.

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Mr. Stadel ‘ s Angles & Stickies Task

My students claim I stalk Mr. Stadel.  In a sense, I do, stalk his blog.  This week, someone linked to this post here

I grabbed some markers, chart paper to create the diagrams, passed out the statements and stickies and students started working.

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Though, this tends to be more of a middle school task, my students needed to grapple with the definitions and characteristics of various angle pairs. And this task provided the opportunity.  There were good conversations, students referring back to their INBs, a few disagreements and some reasoning when a new statement conflicted with a previous placement of an angle.

This is definitely a keeper task.

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Triangles, Toothpicks and Patterns

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This was our visual pattern in Algebra 1 today. 
They were upset because there were so many triangles. And so many toothpicks.  Which then means…there were so many patterns.

But the way they saw it was much different than how I saw it.  So I listened.

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J: But where are you getting the triangles?  Here’s what I see…

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And there was a discussion of the center “upside down” triangles (yep, they said it)…do we count them? They’re like bonus triangles, you really don’t build those, they just happen.  Hmm? Really.

Someone would make a suggestion for finding toothpicks and we would try it…if not, let’s look again.

Z: It’s easier if we don’t count them to find the pattern for number of toothpicks.  You add the new step # to last triangle # then each one takes 3 toothpicks.

Okay…so what about step 27? And step 43?

And it was fun watching them struggle a little.

K:  If you add the step # to the steps before, you get triangles you build.

And I see using triangular numbers and arithmetic series discussion in our future? 

Why? Because it’s next in our curriculum? No. Because they are engaged in this question.

They kept seeing patterns and describing them.  They were playing with their math.  And it made me smile.

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Class Clipboards #made4math

Last Friday we had a teacher day…no students, but many things to get accomplished.  Contrary to what many think, it was a busy day.  No, we didn’t get “the day off.”

As I completed my self-reflection prior to writing my PGP, I realized 4B, maintaining accurate records was an area I wanted to improve. 

I have used a similar system for several years.  A spreadsheet to take attendance, record class notes/observations, quiz levels, etc.  But the downfall, it was on a weekly basis.  I kept a stapled copy of all of my classes on a clipboard.  If I needed to look back for a specific class to last Thursday, I had to rustle through all classes to find it.

I updated my form, landscape format.  There are 2 columns for each day.  One for attendance, one for behavior, etc.  I have more columns to the right to record target quiz results, notes for tutoring, etc.

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This looks very similar to a post I read earlier in the year…thanks for sharing, I am sorry I can’t remember who to tag.  I had just enough clipboards in a tote and tied on a ribbon for each class.  This way I will keep multiple weeks for a single class on the clipboard, when I have a specific question or student, I can flip through to find exactly what I need.

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Agree / Disagree Post-its

Students submitted an answer to an assigned question on a post-it note.

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Post-its were placed around the room. Each person visited each answer comparing to their own.  If they agreed, there was a tally mark added to A, if not, to D.  A quick self-assessment, without me reading off every answer.

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It eliminated having to discuss questions everyone got correct.  We could spend time on “issues” like #4.

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